Formal, Non-formal and Informal Learning in the Sciences

August 18, 2010

A few months ago I shared a research report called Formal, non-formal and informal learning: The case of literacy and language learning in Canada. Following that report, I began working with a geophysicist, Heather L. Ainsworth, who also had interest in learning contexts. We collaborated and together we researched, wrote and published a companion report that took the same concepts of formal, non-formal and informal learning and applied them to science and engineering. The result was this companion report, which we co-authored.

View this document on Scribd

Formal, Non-formal and Informal Learning in the Sciences (July, 2010)

ISBN: 978-0-9733594-5-9

Formal abstract: This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers practical, concrete examples as well as a conceptual framework for understanding formal, non-formal and informal learning. It offers examples of how all three types of learning are valued in the fields of science and engineering in both educational and professional contexts. It also discusses science literacy, what it is and how popular media is elevating science literacy in general. This is a companion report to “Formal, Non-formal and Informal Learning: The Case of Language Learning and Literacy in Canada” (February, 2010).

Full-text copies of this report may be downloaded from:

National Library of Canada Online Archives (Note: This link works in Explorer and Firefox.)

Related posts:

Formal, Non-formal and Informal Learning (Infographic) https://wp.me/pNAh3-266

Formal, non-formal and informal learning: The case of literacy and language learning in Canada

Formal, non-formal and informal education: What Are the Differences?

Formal, Non-formal and Informal Learning: A podcast

Breathtaking Impact of Volunteers’ Contribution to Non-formal and Informal Literacy Education in Alberta

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Language Café project exemplifies leadership, wins award

June 16, 2010

In a post I did last month called Trends in Language Learning: What’s hot, what’s not, one of the emerging directions in the field that I found is to link language learning to leadership and changing the world in positive ways.  I was thrilled to see this trend in action through a recent news post by European Association of Education for Adults (EAEA). The Language Café project demonstrates the link between language learning, leadership and empowerment.

In an article entitled, “Closing the Gap with Languages: European award for projects in support of social inclusion” , the EAEA announced  that the University of Southampton (England) won the European award for the best 2010 language project aimed at fighting poverty and supporting social inclusion for their project “The Language Café”. The EAEA reports that Southampton won the award for its innovative approach to language learning in a relaxed environment for people of all ages and backgrounds”, noting that there are 29 language cafes in Europe. Many of them have “broadened their scope to offer specialised help for immigrants and people who use sign-language”.

Check out the Language Cafe website. After entering the site in the language of your choice, you’ll be able to see the premise behind the cafes and how they are impacting the lives of language learners all over Europe. It is an inspiring demonstration of informal language learning that empowers others.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Nigeria launches national literacy awareness campaign

March 22, 2010

Nigeria has invested big dollars in a nation-wide literacy awareness campaign. Just last week it was announced that the National Commission for Mass Literacy, Adult and Non-Formal Education in Nigeria is launching a massive, national literacy awareness campaign across that country’s 36 states and the Federal Capital Territory.

Their plan (and a good one, I think) is to launch a radio awareness campaign. Literacy awareness campaigns differ from traditional marketing because they need to focus less on printed brochures, advertisements and other word-based forms of promotion. A radio campaign is a brilliant idea.

The country has invested 96.5 Million Nigerian nairas to fund this campaign. If I’ve done my math right, this translates into approximately $650,000 Canadian dollars, which is about $643,000 USD. Critics are saying this isn’t enough of an investment. Others are applauding the initiative.

I count myself among the second group. This is a tremendous initiative. A national campaign such as this requires a tremendous amount of planning, organization and coordination. I will be watching with interest as this unfolds.

Read more in this recent news article.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Formal, non-formal and informal learning: The case of literacy and language learning in Canada

February 16, 2010

This new research report is freely available in e-format (.pdf).

Executive Summary

This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to literacy and essential skills, as well as the learning of second and other languages in Canada.

Philosophical underpinnings of this research are:

  • There is value in learning of all kinds.
  • Learning is a lifelong endeavour.
  • An interdisciplinary approach is valuable.

Notions of formal, non-formal and informal learning may be briefly outlined as:

Formal learning – This type of learning is intentional, organized and structured. Formal learning opportunities are usually arranged by institutions. Often this type of learning is guided by a curriculum or other type of formal program.
Non-formal learning – This type of learning may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.
Informal learning – This type of learning is never organized. Rather than being guided by a rigid curriculum, it is often thought of experiential and spontaneous.

– (Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD), n.d.; Werquin, 2007)

Examples are given for literacy and essential skills, as well as second and other languages for each of the categories mentioned above.

Finally, the examples of systems developed value different types of learning using asset-based approaches are given. The tools developed by Human Resources and Skills Development Canada are explored for the case of literacy. The Common European Framework of Reference for Languages developed by the Council of Europe is considered for second and other languages.

Copies of the report may be accessed through:

National Adult Literacy Database (Canada)

http://library.nald.ca/research/item/8549

or

European Association of Education for Adults (Helsinki, Finland)

http://www.eaea.org/news.php?aid=17397&k=2088&%20d=2010-02

or

National Library of Canada – Online Archives Collection (Canada)

http://epe.lac-bac.gc.ca/003/008/099/003008-disclaimer.html?orig=/100/200/300/eaton_intl_consulting/formal_non/Literacy_languages_and_types_of_learning.pdf‘

or

The Encyclopedia of Informal Education

http://www.infed.org/archives/e-texts/eaton_formal_nonformal_informal_learning.htm

or

Global Literacy Foundation

http://globalliteracy.org/Eaton

or

Centre for Adult English Language Acquisition (CAELA) (United States)

http://www.cal.org/CALWebDB/ESLResourceDB/ (Resource #0274)

New! August, 2010 – Check out the companion report: Formal, Non-Formal and Informal Learning in the Sciences.

Related posts:

Formal, non-formal and informal education: What Are the Differences?

Formal, Non-formal and Informal Learning (Infographic) https://wp.me/pNAh3-266

Formal, Non-formal and Informal Learning: A podcast

Breathtaking Impact of Volunteers’ Contribution to Non-formal and Informal Literacy Education in Alberta

Formal, Non-formal and Informal Learning in the Sciences

The many faces of non-formal learning

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Here’s a link for sharing:

Formal, non-formal and informal learning: The case of literacy and language learning in Canada http://wp.me/pNAh3-C

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

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